There are probably as many approaches to educating preschool-aged children as there are preschool families -- everything from unschooling to rigidly structured, intensively academic, strictly curriculum-based instruction. But you want the best approach, right? Alack and alas! There is no guaranteed, sure-fire approach to successful preschool education. In truth, the very definition of "success" (i.e., the desired mixture of language, numerical, cognitive, artistic, musical, gymnastic, social, emotional, spiritual, etc.! achievement) varies from one family to the next and "best" depends on your child's needs, interests, and abilities as well as your own desires, philosophies, strengths and weaknesses, and resources. (And, -- a word of warning -- any document that you read on this subject, including the one you are currently reading, will be biased by the author(s)' own attitudes and beliefs.

Below are some tips to get you started:

Relax! Legally, there are no requirements. Your child does not have to be in school until eons from now -- at the ripe old age of seven (see Illinois Annotated Code Section 26-1 (1981)). Socially, even with the proliferation of preschool programs today, it is quite acceptable to do absolutely nothing formal in the way of preschool education for your child. You might well imagine that preschool programs exist because of some proven advantage that such programming provides a child, but the truth is that two of the major factors in the current rise of preschool education in this country have little to do with their effectiveness for children such as yours -- who are growing up in what are probably intellectually stimulating environments (if you are concerned enough to be reading this).

The first factor is the development of Head Start (preschool) programs for disadvantaged children. (Some reasoned that if early education could improve achievement of disadvantaged children that it might also boost the achievement of others as well. Not necessarily!) The second is the trend for mothers of preschoolers to join the work force and leave their children in less than desirable learning environments. Neither scenario, with its resulting environmental deprivation, is likely to apply to your homeschooling family. Educationally, some authorities even suggest the delay of formal instruction until age seven or so to allow the child to develop sufficient maturity (particularly in the realm of vision). And research shows, for example, that the edge gained in reading achievement by the child who begins formal reading instruction early (when such learning is likely to progress at a slower pace) is soon lost. In all fairness, though, it should be noted that you can find people who will agree with you either way. For example, sitting side-by-side on a library shelf can be found Wade et al.'s The Home School Manual, which recommends a delaying of formal instruction for maturity's sake, and Pride's The Big Book of Home Learning, which indicates her preference for early instruction in reading and so forth in order to enable the child to cope with the world of today.... So what should one do???

While it is true that incredibly young children can be taught to read and so forth, perhaps the best approach would be a wariness of pushing our desires on children and ignoring their own natural drives and inclinations. There are a multitude of skills and attitudes that are either needful or useful in life. Who is to say that what we are eager to teach is more valuable than what they are eagerly desiring to learn as they play about our home? Let's be sensitive to their needs, interests, and so forth. Additionally, let us be aware that at times the method by which learning is achieved is as important as what is actually learned. (Consider the child who will not go near water because he was pushed to learn to swim too fast.) Finally, let us take advantage of the fact that a motivated child will generally learn faster than an unmotivated one, and internal motivation is far superior to any extrinsic rewards that we can provide.

If you do choose to teach your child formally, many guides are available to give you an idea as to what is expected of a child prior to entering kindergarten. The expectations change with current trends in educational thought as well as with kindergarten admission age, and you will also find that they vary from one school district to another. Homeschooling books, publishers' scope and sequence charts, and your local school district guidelines are some possible resources in this area. You will note that (a) lists vary and (b) your child's abilities are probably not strictly in line with their age in all areas. You will probably want to create a list, using available lists, to fit your own child's individual abilities and interest, etc.

If you would like curricula, most major companies supply preschool materials. However, much of a preschooler's learning is easily achieved with materials that you already have: e.g., sorting silverware and counting out place settings is infinitely better than workbook exercises. What you don't have (e.g., books, toys, computer games, educational videos) can often be borrowed at your public library or, in some communities, at a toy library. Or look outside at all the marvelous colors, shapes, and things to name and count. There are even signs for early reading experiences.  (Who can beat a stop sign for colorfulness, clarity, and excitement?) Your child will not suffer from not having the latest and greatest. There is too much learning readily available. Be aware that children, particularly young children, vary considerably (even those who are developing "normally" according to all criteria). And yet there are certain fairly constant characteristics to consider in their instruction. You will teach most effectively when you enter their world.

Generally this means:

• Spontaneity. They're excited about something -- NOW! Join in quickly. It will probably be something new in a few minutes.
• Short attention span. Teach while it's interesting (that's when the most learning occurs); change activity type frequently.
• Imagination. There is lots of learning power here. Use it.
• A love of and need for the concrete, the sensory. When possible, let your child see it, hear it, feel it, smell it, taste it... do it.
• A love of and need for movement. Use it. Don't exclude it. Teach with movement rather than at a desk when possible.
• A desire to explore, create. Let them! Help them!
• A desire to play, play, play. Much learning occurs during play. Be wary of interrupting it to "teach." You will find instruction easier when it is entered through the door of "play."

In addition to homeschooling books, you may find the following references to be of some use:
 

by Jan Copher, Champaign H.O.U.S.E.

Copyright © 1997-2002 H.O.U.S.E. May be reproduced for personal use as long as this notice is included in its entirety. Revised 4/13/97.
 

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